Kristen Gregory

Papers

Total Citations

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About

Kristen Gregory’s research sits at the intersection of early childhood education and human-robot interaction, exploring how emerging technologies can reshape learning environments for young children. Her most influential work, the 2018 study “Humanoid robots supporting children’s learning in an early childhood setting,” has garnered 86 citations and remains a foundational reference in the field. In this qualitative investigation, Gregory and her team integrated the NAO humanoid robot into three preschool classrooms, using the Head Start Early Learning Outcomes Framework to analyze data from focus groups, observations, and field notes. Her findings revealed that humanoid robots can serve as effective pedagogical tools, supporting social-emotional development, language acquisition, and cognitive engagement in early learners. Gregory’s contributions have helped bridge the gap between robotics engineering and developmental psychology, offering educators practical insights into how technology can complement—rather than replace—human teaching. Her work is particularly notable for its focus on authentic classroom settings, providing evidence-based guidance for integrating robots into early childhood curricula. With a growing body of research that continues to influence both academic discourse and classroom practice, Gregory is a key voice in the conversation about technology’s role in shaping the future of education.